The Effects of Writing Perspective and Causal Relation on Children’s Moral Comprehension of Narrative

• Main Authors: Ssu-Chieh Chang, 張思潔
• Other Authors: 連啟舜
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/17691938805760096626

碩士 === 國立中正大學 === 課程研究所 === 102 === The purposes of this study were to examine how writing perspective and causal relations influence children’s moral comprehension. Participants were third and fifth graders recruited from an elementary school. All participants were randomly assigned to one of four experiment conditions : first-person with chronological version, first-person with flashback version, and third-person with chronological version, third-person with flashback version. A comprehension performance test was administrated immediately after reading the text. Four different measures were used to assess students’ comprehension performance including a free recall, a text-based representation, a situation model, and a theme representation. Two-way ANOVA’s were used to analyze the data. The results were as follows: 1. For the grade level, the fifth grade students performed better than third grade students on the free recall, the text-based representation measure, the situation model measure, and the theme representation measure. 2. In terms of causal relation, students who read chronological version stories performed better than those who read flashback version. 3. For writing perspective, there was an interaction between writing perspective and grade. For third-person version, the fifth grade students performed better than third grade student, but there is no advantage to first-person version. Finally, some education suggestions and future implications were discussed.